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In the modern talent training of colleges and universities, we began to pay attention to the training of art talents. The traditional art teaching system only focuses on technology. Most of the curriculum systems focus on the cultivation of students' practical ability. The cultivation of innovative talents mostly depends on students' independent learning process, forming a new education system, such as innovative consciousness, innovative personality, innovative ability and so on (Quigley et al.,2021). Colleges and universities begin to advocate innovative consciousness to realize innovative education, constantly stimulate students' creative potential, and give full play to students' creative talents.
The theory and practice of school art education in some developed countries in the world can provide us with useful reference. Taking a comprehensive view of art education in the United States, France, Britain, Japan and other developed countries, it can be summarized as the following characteristics: in terms of understanding the importance of art education, all countries regard art education as a compulsory course for students in the stage of compulsory education (Li, 2018). Foreign well-known colleges and universities must face all students. In terms of establishing the objectives of art education, they all emphasize improving students' artistic aesthetic quality through art education, cultivating people's imagination, developing people's creative ability, cultivating comprehensive and harmonious individuals with rich emotions and strong life consciousness, and promoting social development (Liu, 2022).
In choosing the content of art education, it has the characteristics of interdisciplinary, multi-level, comprehensive and life-oriented. For example, the content of American art education is “comprehensive art”. “Comprehensive art” not only emphasizes art production, but also integrates art history, art appreciation and criticism, aesthetic knowledge, and involves anthropology, ecology, film and television, and even modern science and technology (Munochiveyi et al.,2021). At the same time, it also emphasizes the practicality of art education and the participation of students, so that students can learn art, understand art and grasp art in activities.
With the development of art education, the research on art education in China has been developing continuously. There are many research achievements in the aspects of concept, policy, curriculum, teaching and practice. The concept involves a wide range of aspects, mainly including the purpose, value, content, method and evaluation of art education (Wang et al.,2020). The purpose of art education is to face all students and improve each student's artistic aesthetic quality, rather than to face a small number of students with professional education in artistic skills (Huizhong et al.,2022). The value of art education is mainly reflected in improving students' artistic aesthetic cultivation and promoting the harmonious development of students' body and mind, rather than the so-called value of moral, intellectual and physical fitness (Pakdeetrakulwong & Wongthongtham, 2013). The content of art education not only refers to music and art, but also extends to film and television, digital, drama, photography, sculpture, handicrafts, dance, etc. The teaching method is not only to impart artistic knowledge and skills, but also to cultivate students' artistic interest, appreciation, performance and creation of art. The evaluation of art education should be marked by improving the artistic quality of all students and starting from the value of art education (Ramadass & Shah, 2022).